Redefining the Role of the University Lecturer in School‐based Teacher Education

Abstract

With the move to more school‐based initial teacher education, the competencies of classroom teachers who have paramount responsibility for this aspect of initial teacher education is increasingly being called into question. Yet what training is available for such teachers? How can the role of the university lecturer be redefined to be a provider of such training, and if training is provided, what impact does it have on the knowledge, supervision and teaching of these school‐based teacher educators? This paper will report on a study of the impact of a ten‐hour training programme provided for 54 teachers who were responsible for the school‐based initial teacher education of fourth‐year primary student teachers on their final practica. The study used a range of methods to compare the knowledge, supervision and teaching of these teachers with another group of school‐based teacher educators who did not receive such training. The results indicate that school‐based teacher educator knowledge of the student teacher and university‐based teacher education course undertaken by student teachers is significantly superior for those undertaking training, but there is no significant difference between the two groups for supervision and teaching. Indeed, any inclination to increase the level of supervision provided in accordance with the training‐programme content is outweighed by a reduction in the support offered to the student teachers as their competence and confidence increases. Implications arising from the study for the future of training programmes to enhance the competencies of school‐based teacher educators are also outlined.